The informal assessment will be of an investigative lab done at the start of a new segment of the unit. The students have been working with electricity and magnetism but have not worked with motors before. This investigation will encompass putting together a circuit that includes a motor and making observations, diagramming, and thinking of questions related to the set up. The topic relates to PS 3- The motion of an object is affected by forces. specifically students demonstrate an understanding force by... 8d. showing that electric currents and magnets can exert force on each other. We have discussed and done a few lead up experiments on making a magnetic field with a solenoid and making a solenoid spin using a magnetic field. While the students have not used a motor before, or even talked about it in class, I hope to have them begin making connections as to how the electric energy results in mechanical energy inside the motor. After this experiment is completed (on the same day) they will be taking a part a motor to find out what the parts are and possibly how they fit together/work together.
B. Formal Assessment
The formal assessment will be of an end of chapter quiz. The student worked on this chapter for a week and the quiz includes material from the text that we worked with and discussed in class over the past 4 days. Most of the material was familiar but in class we got into more depth than the students had previously been exposed to. This quiz included questions based on both their prior knowledge as well as their use of the new material. The quiz had multiple types of questions that ranged across the material. I hope to make connections from the homework, class assignments, and the prior knowledge that they will be able to use in more depth in the future.
Description of Class Context: This is in a sixth grade classroom using a Gemsnet kit titled magnets and motors. They have completed the magnetism inquiry as well and the basic circuits and electricity topics. They have begun this past week to explore how magnetic fields can effect motion of a physical object that does not have magnetic property itself. They used a solenoid to effect the magnetic field of a compass and then build a solenoid in a circuit and used a magnet (its magnetic field particularly) to spin the solenoid. They made the connection of using magnetic fields from a magnet and from an electric current to move each objects. This lab is the first with an actual motor to begin connecting these concepts to real life and to connect the changes in energy types (electrical to mechanical inside of a motor).
Analysis : The students were able to make the motor work within their circuits and most students were also able to figure out how to make the motor spin in the opposite direction as well. The students made basic observations, such as the motor spins when connected to the circuit; and also if ... then... observations such as if you change the battery around then the motor spins in the opposite direction. The diagrams went well and students label the circuit as well as the motor. Later in the class (not necessarily on their diagram/observation/question charts) the students diagrammed out the parts of a motor and labeled them. The questions most of the students came up with were fairly basic. Not many students thought deeper than what they could use the motor for rather than how it actually worked.
B. Analysis of Formal Assessment
Description of Class Context: This is a ninth grade classroom in a physical science course. Before I arrived they were working on physics concepts. During my student teaching I am covering the units on Earth and Space Science. I have already covered the material on the Inner Earth Unit ( geology, minerals, rocks, plate tectonics, earthquakes and volcanoes). This unit is on the Earth's Surface (water cycle, fresh water, erosion, deposition, earth's time line, and geologic dating). This quiz is after we have covered up through geologic dating (though that topic and earths time line are not included on the quiz material as they are a part of the end of unit lab assignment).
Analysis: This chapter was taught in a different style than what the students were accustomed to. While the cooperating teacher is big into taking down notes directly from the board or overhead, reading and answering questions in the textbook, and performing labs with detailed step-by-step instructions, I tend to teach in a way that the students need to find the information themselves, decide what the most important notes are with some guidance, and follow a lab procedure and write up without giving them word for word what should be written out. This has challenged the students since I began teaching. This unit is the second of three I will be teaching and this half of the final assessment of the unit showed that most students are now taking on the challenge of trying to work through the problems, and to think about how the concepts and ideas work, rather than using rote memorization to answer the questions. While I did test some of the basic background knowledge they also had to be able to apply what they read and discussed in class. Most students were able to do this, or if they were not successful they showed an attempt. A few of the students however refuse to answer questions that are more challenging, as well as some of the basic fact and vocabulary questions. The blanks left on the quiz are from students who have a tendency to give up if someone does not encourage them to try and at the least make a guess, if not an educated guess if they truly do not feel they know the answer. I hope to be able to work more with these students and get them thinking about questions and inquiry as a means to an end rather than an extra step that is harder than memorization.
V. Commentary / Reflection
A. Reflections from Informal Assessment
The results of the informal assessment give me a base line to work from. Occasionally I need to go back over a topic using a different technique to either clarify the concept or to teach it all over again. In most cases I can use the past assignment as a baseline to build knowledge off of. By checking their comprehension using probing questions (just about every day) I am able to check their understanding of previous topics covered and reinforced specific concepts. My CT and I discussed using pictures/drawings on the board to reinforce verbal discussions. This way students can draw and write notes as well as having the topics hit different learner types (specifically verbal and visual learners). I had already been using probing questions and was also suggested that students could talk at their tables about question before answering to the whole class. This would provide the students with small group interactions, and a way to check their conception of ideas before hand. Also students are less likely to get tongue tied if they have just made a similar statement to a smaller group of peers. After the assignment is completed students have a chance to redo it (team policy) as many times as they wish for a better grade. By going over the assignments in class and discussing them, I can use more probing questions to gain a full understanding of where misconceptions came from, and if they have been overcome yet.
B. Reflections from Formal Assessment
After seeing the results from the quiz (as well as the lab that is not a part of the formal assessment included here) I have decided to probe further with this topic and challenge the students with an informal writing assignment to gather more data. The quiz showed the basic understanding of the material (particularly the water cycle; question 4) yet not all students were able to use what they learned (question 6 where they had to think of how the features were formed, or could be formed). By designing a writing assignment where they would use the basic understanding of the vocabulary and ideas to explain other phenomena (such as the effects of the natural world on a beach; needing to include currents, erosion, and deposition by wind and water) I could gather data on how well they are able to use what they learn and apply it or if that is yet asking too much of them. If they seem to be floundering I will go over the scientific method of inquiry and how to use the knowledge gathered from it. First I will apply it in a more concrete setting, such as a hands on experiment that they can physically see,touch, and manipulate then secondly in a research situation on a topic too large for them to do a small scale lab. I could possibly have each group in the class research a different aspect of a larger topic and then as a class pool the information and form individual and class conclusions. This assessment gave me a jumping off point to discover where my students truly are along the path of inquiry versus rote learning.
VI. Conclusions
Both of these assessments had the benefit of allowing me to gather data on how my students were learning, and what material was understood and applied by the students. With the informal assessment I found it easier to find out how well the students were able to apply the knowledge that they had learned while with the formal assessment I was able to find out what material was learned though possibly not as well how they could apply it. I feel that modifying my formal assessment to include a section where the students had to show their thought process (a short answer, or essay section) and explain their reasoning may have aided in my understanding of their application of the knowledge that they had learned over the unit. The informal assessment gave me a wider idea of how the students were learning but less of an idea of the exact knowledge that they had gained. They were able to show some knowledge of the parts, but not necessarily what they did, how they were important, or what happens without them in the circuit. So while I had a good understanding of their application, my understanding of the factual and conceptual knowledge was limited. In the future I hope to use two assessments or modify the assessments so that they have both aspects to them, so that I can get a truly complete picture of what the students know for facts and concepts as well as if they can use the knowledge to make connection and predictions for the future. I have begun this in the high school as this formal assessment was only half of the end of unit assignment, with the other half being a hands on lab, with a write up and hopefully a presentation of the material as well.
Formal and Informal Assessment of Student Learning
Name: Mary Ackerman
I. Assignment Description/Requirements
Formal Informal Assessments 2009
II. Description of Learning Goals
A. Informal Assessment
The informal assessment will be of an investigative lab done at the start of a new segment of the unit. The students have been working with electricity and magnetism but have not worked with motors before. This investigation will encompass putting together a circuit that includes a motor and making observations, diagramming, and thinking of questions related to the set up. The topic relates to PS 3- The motion of an object is affected by forces. specifically students demonstrate an understanding force by... 8d. showing that electric currents and magnets can exert force on each other. We have discussed and done a few lead up experiments on making a magnetic field with a solenoid and making a solenoid spin using a magnetic field. While the students have not used a motor before, or even talked about it in class, I hope to have them begin making connections as to how the electric energy results in mechanical energy inside the motor. After this experiment is completed (on the same day) they will be taking a part a motor to find out what the parts are and possibly how they fit together/work together.
B. Formal Assessment
The formal assessment will be of an end of chapter quiz. The student worked on this chapter for a week and the quiz includes material from the text that we worked with and discussed in class over the past 4 days. Most of the material was familiar but in class we got into more depth than the students had previously been exposed to. This quiz included questions based on both their prior knowledge as well as their use of the new material. The quiz had multiple types of questions that ranged across the material. I hope to make connections from the homework, class assignments, and the prior knowledge that they will be able to use in more depth in the future.III. Assessments
A. Description of Informal Assessment
B. Description of Formal Assessment
IV. Analysis
A. Informal Assessment
Description of Class Context: This is in a sixth grade classroom using a Gemsnet kit titled magnets and motors. They have completed the magnetism inquiry as well and the basic circuits and electricity topics. They have begun this past week to explore how magnetic fields can effect motion of a physical object that does not have magnetic property itself. They used a solenoid to effect the magnetic field of a compass and then build a solenoid in a circuit and used a magnet (its magnetic field particularly) to spin the solenoid. They made the connection of using magnetic fields from a magnet and from an electric current to move each objects. This lab is the first with an actual motor to begin connecting these concepts to real life and to connect the changes in energy types (electrical to mechanical inside of a motor).
Analysis : The students were able to make the motor work within their circuits and most students were also able to figure out how to make the motor spin in the opposite direction as well. The students made basic observations, such as the motor spins when connected to the circuit; and also if ... then... observations such as if you change the battery around then the motor spins in the opposite direction. The diagrams went well and students label the circuit as well as the motor. Later in the class (not necessarily on their diagram/observation/question charts) the students diagrammed out the parts of a motor and labeled them. The questions most of the students came up with were fairly basic. Not many students thought deeper than what they could use the motor for rather than how it actually worked.
B. Analysis of Formal Assessment
Description of Class Context: This is a ninth grade classroom in a physical science course. Before I arrived they were working on physics concepts. During my student teaching I am covering the units on Earth and Space Science. I have already covered the material on the Inner Earth Unit ( geology, minerals, rocks, plate tectonics, earthquakes and volcanoes). This unit is on the Earth's Surface (water cycle, fresh water, erosion, deposition, earth's time line, and geologic dating). This quiz is after we have covered up through geologic dating (though that topic and earths time line are not included on the quiz material as they are a part of the end of unit lab assignment).
Analysis: This chapter was taught in a different style than what the students were accustomed to. While the cooperating teacher is big into taking down notes directly from the board or overhead, reading and answering questions in the textbook, and performing labs with detailed step-by-step instructions, I tend to teach in a way that the students need to find the information themselves, decide what the most important notes are with some guidance, and follow a lab procedure and write up without giving them word for word what should be written out. This has challenged the students since I began teaching. This unit is the second of three I will be teaching and this half of the final assessment of the unit showed that most students are now taking on the challenge of trying to work through the problems, and to think about how the concepts and ideas work, rather than using rote memorization to answer the questions. While I did test some of the basic background knowledge they also had to be able to apply what they read and discussed in class. Most students were able to do this, or if they were not successful they showed an attempt. A few of the students however refuse to answer questions that are more challenging, as well as some of the basic fact and vocabulary questions. The blanks left on the quiz are from students who have a tendency to give up if someone does not encourage them to try and at the least make a guess, if not an educated guess if they truly do not feel they know the answer. I hope to be able to work more with these students and get them thinking about questions and inquiry as a means to an end rather than an extra step that is harder than memorization.
V. Commentary / Reflection
A. Reflections from Informal Assessment
The results of the informal assessment give me a base line to work from. Occasionally I need to go back over a topic using a different technique to either clarify the concept or to teach it all over again. In most cases I can use the past assignment as a baseline to build knowledge off of. By checking their comprehension using probing questions (just about every day) I am able to check their understanding of previous topics covered and reinforced specific concepts. My CT and I discussed using pictures/drawings on the board to reinforce verbal discussions. This way students can draw and write notes as well as having the topics hit different learner types (specifically verbal and visual learners). I had already been using probing questions and was also suggested that students could talk at their tables about question before answering to the whole class. This would provide the students with small group interactions, and a way to check their conception of ideas before hand. Also students are less likely to get tongue tied if they have just made a similar statement to a smaller group of peers. After the assignment is completed students have a chance to redo it (team policy) as many times as they wish for a better grade. By going over the assignments in class and discussing them, I can use more probing questions to gain a full understanding of where misconceptions came from, and if they have been overcome yet.
B. Reflections from Formal Assessment
After seeing the results from the quiz (as well as the lab that is not a part of the formal assessment included here) I have decided to probe further with this topic and challenge the students with an informal writing assignment to gather more data. The quiz showed the basic understanding of the material (particularly the water cycle; question 4) yet not all students were able to use what they learned (question 6 where they had to think of how the features were formed, or could be formed). By designing a writing assignment where they would use the basic understanding of the vocabulary and ideas to explain other phenomena (such as the effects of the natural world on a beach; needing to include currents, erosion, and deposition by wind and water) I could gather data on how well they are able to use what they learn and apply it or if that is yet asking too much of them. If they seem to be floundering I will go over the scientific method of inquiry and how to use the knowledge gathered from it. First I will apply it in a more concrete setting, such as a hands on experiment that they can physically see,touch, and manipulate then secondly in a research situation on a topic too large for them to do a small scale lab. I could possibly have each group in the class research a different aspect of a larger topic and then as a class pool the information and form individual and class conclusions. This assessment gave me a jumping off point to discover where my students truly are along the path of inquiry versus rote learning.
VI. Conclusions
Both of these assessments had the benefit of allowing me to gather data on how my students were learning, and what material was understood and applied by the students. With the informal assessment I found it easier to find out how well the students were able to apply the knowledge that they had learned while with the formal assessment I was able to find out what material was learned though possibly not as well how they could apply it. I feel that modifying my formal assessment to include a section where the students had to show their thought process (a short answer, or essay section) and explain their reasoning may have aided in my understanding of their application of the knowledge that they had learned over the unit. The informal assessment gave me a wider idea of how the students were learning but less of an idea of the exact knowledge that they had gained. They were able to show some knowledge of the parts, but not necessarily what they did, how they were important, or what happens without them in the circuit. So while I had a good understanding of their application, my understanding of the factual and conceptual knowledge was limited. In the future I hope to use two assessments or modify the assessments so that they have both aspects to them, so that I can get a truly complete picture of what the students know for facts and concepts as well as if they can use the knowledge to make connection and predictions for the future. I have begun this in the high school as this formal assessment was only half of the end of unit assignment, with the other half being a hands on lab, with a write up and hopefully a presentation of the material as well.